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Field
Sciences
Review of Biology Level 2 achievement and unit standards
Unit standards
Subfield
Science
Achievement standards
Domain
Biology
Domain
Biology
ID
6308-6312, 8925-8930
ID
90457
90459
90460
90461
90462
90463
90464
90769
Subject reference
Biology 2.1
Biology 2.3
Biology 2.4
Biology 2.5
Biology 2.6
Biology 2.7
Biology 2.8
Biology 2.2
The Ministry of Education and NZQA National Qualifications Services have completed the
review of the achievement and unit standards listed above.
New Registration date
November 2011
Date new versions published
November 2011
Planned review date
December 2014
Summary of review and consultation process
In 2008 the Ministry of Education (MoE) and NZQA began to review achievement and unit
standards in light of the revised New Zealand Curriculum (NZC). This Alignment of
Standards (AoS) review also addressed duplication of outcomes, credit parity, fairness,
consistency, and coherence. The AoS review was guided by the revised NZC itself and
the Principles for Standards Review. A copy of the NZC is available at:
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum.
Teacher subject associations were involved in the review, and draft achievement
standards were the focus of wide consultation, especially with secondary schools and
teachers. Extensive resources, including student exemplars, were also developed to
support these standards, and are available on the MoE and/or the NZQA websites.
The review of unit standards included consultation with tertiary providers to assess
continued relevance and likely future use of the standards. Unit standards that duplicate
achievement standard outcomes and those without the likelihood of future tertiary use
were recommended for expiry.
National consultation was undertaken in 2010, with the results analysed by Research New
Zealand. The responses were generally positive.
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The review of these Level 2 unit and achievement standards at Level 2 was completed in
time for implementation in schools in 2012. The review of unit and achievement
standards at Level 1 was completed in time for implementation in schools in 2011.
Standards at Level 3 will be implemented in 2013.
Main changes resulting from the review





All NZC Level 7 (NZQF Level 2) outcomes derived from the NZC are now assessed
using achievement standards, and there are no longer any unit standards linked to the
NZC.
Existing achievement standards were reviewed and new achievement standards were
developed to align with the NZC. See table below.
Grading criteria for achievement standards were reviewed in accordance with the
Standards Review Guidelines.
Unit standards that recognised similar outcomes as achievement standards were
replaced or recommended for expiry. See table below.
While unit standard 6309 is recommended for expiry, tertiary users are referred to
Environmental Sustainability achievement standard 90811 as a possible replacement
– see summary of changes table.
For a detailed description of the review of, and the changes to, the Biology standards see
the appendix at the end of this report.
Impact on existing organisations with consent to assess
Current consent for
Nature of
ID
consent
Consent extended to
Level Nature of
ID
consent
Level
Domain
Standard
Standard
2
2
2
2
2
2
Biology
6309
6311
Standard
Standard
Standard
90811
90811
91155
Impact on Consent and Moderation Requirements (CMR)
(Formerly known as AMAP)
All new achievement standards were registered on CMR 0233.
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Impact on registered qualifications
Key to type of impact
Affected
Not materially affected
The qualification lists a reviewed classification (domain or subfield) in an elective set
The qualification lists a standard that has changes to level or credits
The qualification lists a C or D category standard
The qualification lists a standard that has a new title
The qualification lists a standard that has a new classification
The following table identifies a qualification developed by another SSB that is Affected by
the outcomes of this review. The SSB has been advised that the qualification requires
revision.
Ref
0642
Qualification Title
National Certificate in Conservation (Trainee Ranger)
(Level 3)
ID
Learning State
Limited (trading
name of the Public
Sector Training
Organisation)
Impact of changes on NCEA Exclusions List
For transition purposes, the following new exclusions will apply.
Achievement standard
91153
91155
91157
91158
91158
91160
Excluded against these standards
90457
6311
6308, 90459
8929, 90460
8930
8928
Review Categories and changes to classification, title, level, and credits
The following summary shows the changes made to the standards as a result of the
review. All changes are in bold. Where a new or a new version of an externally assessed
achievement standard is registered, the following designation appears after the title
[Externally Assessed]. Standards that appear in italics are recommended alternatives,
rather than replacements.
Key to review category
A
B
C
D
Dates changed, but no other changes are made - the new version of the standard carries the same ID and a new
version number
Changes made, but the overall outcome remains the same - the new version of the standard carries the same ID
and a new version number
Major changes that necessitate the registration of a replacement achievement standard with a new ID
Achievement standard will expire and not be replaced
Externally assessed achievement standards categorised as
category C or D expire at the end of
December 2011
Internally assessed achievement standards and unit standards
categorised as category C or D expire at the end of
December 2012
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Sciences > Science > Biology
ID
Title
Level
6308
2
Credit Review
Category
5
C
2
2
3
4
C
2
4
D
2
4
2
2
3
3
2
3
2
2
2
2
2
3
3
3
3
3
2
3
2
3
C
2
3
C
2
3
C
2
4
2
3
2
4
2
3
D
2
3
D
2
3
D
2
2
3
3
D
D
2
3
New
2
4
New
90459
91157
6309
90811
6310
6311
91155
6312
8925
8926
8927
8928
91160
8929
8930
90460
91158
90457
91153
90461
90462
90463
90464
90769
91154
91156
Explain how genetic change occurs within
populations
Describe genetic variation and change
Demonstrate understanding of genetic
variation and change [Externally Assessed]
Evaluate practices used for managing a resource
to ensure ecological sustainability
Describe the consequences of human activity
within a biophysical environment in relation to a
sustainable future
Investigate an example of applied biology
Explain reasons for the special characteristics of
New Zealand's flora and fauna
Demonstrate understanding of adaptation of
plants or animals to their way of life
Investigate factors that affect a living process
Investigate diversity in animals
Investigate diversity in plants
Investigate structure and function in cells
Use a microscope to investigate biological
material
Investigate biological material at the
microscopic level
Identify biological population patterns through
investigation
Identify biological community interrelationships
and patterns through investigation
Investigate an interrelationship or pattern in an
ecological population or community
Investigate a pattern in an ecological
community, with supervision
Carry out a practical biological investigation with
supervision
Carry out a practical investigation in a biology
context, with supervision
Describe concepts and processes relating to
ecology
Describe diversity in the structure and function of
animals
Describe diversity in the structure and function of
plants
Describe cell structure and function
Research the interaction between humans and
an aspect of biology
Analyse the biological validity of information
presented to the public
Demonstrate understanding of life processes
at the cellular level [Externally Assessed]
D
C
D
D
D
D
C
C
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ID
Title
Level
91159
Demonstrate understanding of gene
expression [Externally Assessed]
2
Credit Review
Category
4
New
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Appendix
Development of L2 Biology standards
This range of standards was developed to assess outcomes derived from the NZC
Level 7 achievement objectives of the Living World and the Nature of Science
strands.
What has changed from the initial matrix?
Feedback from consultation on the Level 2 matrix was considered and as a result the
following changes were made to the proposed standards:
 The titles of the standards have been altered to better reflect the intent of the
standards.
 Biology 2.9 has been deleted from the matrix as it was apparent that there was
significant overlap with an achievement standard for Educational Sustainability,
AS90811, Describe the consequences of human activity within a biophysical
environment in relation to a sustainable future.
 Feedback from the sector consultation that Biology 2.6 would require more than
30 hours work (3 credits) has resulted in the credit value increasing to 4 credits.
 An increase in credit value from 2 to 3 for Biology 2.8 is to recognise the extra
learning time needed for students to develop the biological knowledge as well as
microscope skills.
Biology 2.1: Carry out a practical investigation in a biology context, with supervision
This standard has been changed slightly so that the scope of the investigation allows
students to work more collaboratively as an alternative to working totally
independently.
This standard has been developed to include the Nature of Science achievement
objectives on understanding about science and investigating science. The
investigation still involves the student carrying out a complete practical investigation.
However it is flexible enough to allow students to work more collaboratively as an
alternative to working totally independently.
This means that students may carry out a stand alone investigation or an individual
investigation that can contribute findings to a larger group or class investigation.
They can interpret their own findings in light of findings from investigations carried
out by other students, previous investigations, or from existing scientific knowledge.
This could also involve students presenting their findings to others.
The term ‘sound’ investigation has been deliberately chosen for the criteria for Merit
to indicate there are no major gaps or inconsistencies in the reasoning processes
throughout the design and interpretation. ‘In-depth’ may apply to a thorough method
or interpretation, but does not necessary imply the holistic quality expected in a
‘comprehensive’ investigation. Justifying why an investigation is sound is one way a
student may demonstrate excellence.
The change in this standard’s credit value from 3 to 4 is in recognition of the extra
teaching time required to incorporate the Nature of Science achievement objectives.
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Biology 2.2: Analyse the biological validity of information presented to the public
This standard is derived from the Communicating in Science achievement objective
from the Nature of Science strand.
Students are expected to be able to identify both accurate and inaccurate biological
information in the way information is presented to the public.
Students are expected to evaluate a range of different sources. It is suggested that
these sources involve three different genres (which may include historical
information).
It is anticipated that students collect evidence of their analysis in a portfolio or as a
single assessment report. This evidence will be provided in response to a range of
pieces of communication, selected across at least three different genres, which may
include: advertisements, documentary, newspaper articles, historical accounts,
videos.
Articles for analysis may be provided by the teacher or selected by the student. If
the latter applies the selection must be approved by the teacher. In either case, the
processing of information and preparation of the report is to be completed
individually.
The assessor can determine the time taken by the assessment as this is dependent
on the situation involved in the issue.
Biology 2.3: Demonstrate understanding of adaptation of plants or animals to their
way of life
Two possible approaches can be used for this standard – either the study of two
connected life processes in one group of organisms, or the study of one life process
over three taxonomic or functional groups of animals or plants.
Students may study either the adaptation of plants or animals; and the standard
therefore avoids the duplication of the assessment of the same curriculum outcome,
as was the case previously.
The life processes to be used are limited to the selection provided in the standard.
An explanatory note is included to define the term adaptation. It has been included
as the term adaptation can be used in different ways.
Biology 2.4: Demonstrate understanding of life processes at the cellular level
Title has been changed to ‘…life process at the cellular level’ with a focus on the
three processes of photosynthesis, respiration and cell division.
References to unicellular organisms have been removed – only plant and animal
cells are required for study to ensure only eukaryote cells are used.
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Biological ideas are taught and assessed in the context of the three life processes as
specified in EN 2 rather than in isolation. Therefore the ideas are only required in
the detail as related to each process eg cell organelles will be those related to
photosynthesis, respiration and cell division. However, it would include membrane
structures related to transport of materials as it relates to the life processes being
studied.
The specific names of enzymes are not required.
In EN 2 reference to the cell cycle is to focus on the role of cell division in cell
continuity. An understanding of DNA replication, including complementary base
pairing and enzymic control, is needed for demonstrating an understanding cell
division as part of the cell cycle. Specific names of enzymes and names of stages of
mitosis are not required.
Biology 2.5: Demonstrate understanding of genetic variation and change
This standard assesses the ‘Explain how the interaction between ecological factors
and natural selection leads to genetic changes within populations’ achievement
objective. This standard has limited changes from the existing Biology 2.3 (90459)
The main changes are specified in EN 4 relating to monohybrid inheritance which
specifies the requirement to include the study of the effect of co-dominance,
incomplete dominance, lethal and multiple alleles.
Different DNA roles are included in two standards: this standard assesses the role of
DNA in inheritance; and Biology 2.7 assesses the role of DNA in gene expression.
Biology 2.6: Investigate a pattern in an ecological community, with supervision
This standard is designed to assess the Ecology achievement objective in the Living
World strand as well as the ‘Investigating in Science’ achievement objective in the
Nature of Science strand. The standard requires students to study one ecosystem
so that the relevant theory can be incorporated into the teaching while still enabling
an enriched context for students to explore ecology.
This standard is designed to assess the interpretation of collected data to identify a
pattern in reference to environmental factors and the biology of organisms. A pattern
would be succession; zonation; stratification; or other distribution pattern in response
to an environmental factor.
The practical aspects of planning an investigation, collecting and processing data
during the field trip could be included if assessment of Biology 2.1 is used in
conjunction with this standard.
This standard provides the opportunity for a richer information-gathering task that is
developed with the teacher and involves more observations so that a more holistic
set of data is collected recognising the fact that individual species exist within
communities and not in isolation.
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The standard is about using gathered data to be able to discuss the pattern using a
range of organisms to reflect that this is a community study not an ecological niche
study. Specification of a minimum of two species of organisms allows for
identification of an inter-relationship relevant to the pattern which could allow access
to the Excellence grade, and also recognises that organisms do not live in an
ecosystem in isolation.
Biology of the organisms will include structural, physiological, and behavioural
adaptations of organisms related to the environmental factor(s) and their interrelations with other organisms eg competition, predation, mutualism.
Evidence is likely to be in the form of a written report.
Biology 2.7: Demonstrate understanding of gene expression
This standard is derived from the ‘Understand that DNA and the environment interact
in gene expression’ Level 7 achievement objective.
This is a significant change as previously much of this knowledge was assessed by a
Level 3 Biology standard which was based on the previous curriculum Level 8.
Consequently, the content has been amended in this draft standard to clearly identify
the required knowledge appropriate to Level 7 of the curriculum. EN 4 to 9 have
been included to provide the necessary guidance for the appropriate level of
knowledge.
Biology 2.8: Investigate biological material at the microscopic level
This achievement standard has been developed from unit standard 8928 Use a
microscope to investigate biological material.
This standard assesses the Communicating in Science achievement objective from
the Nature of Science strand and the key competency: Using language, symbols and
text.
Recording observations using diagrams is an important communication skill which
has specific conventions in Biology. No other standard assesses this skill. By
learning how to represent their own observations in this way, students develop the
skill needed to interpret the representations of others.
This standard involves a form of investigation used for investigating life processes at
the cellular level that is specific to Biology. It allows students to develop an
appreciation of how the use and the development of microscopy have contributed to
modern biological knowledge. This appreciation is linked to the Nature of Science
strand achievement objectives: Understanding about Science and Investigating in
Science). The standard includes only two assessment criteria – Achieved and
Achieved with Merit as it was not possible to describe a qualitative step-up to
Excellence level.
A range of biological material is to be prepared from plant tissues and unicellular
organisms. A minimum of two different plant tissues and one unicellular organism is
required. The students are required to prepare material and draw their observations
of all three materials.
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Students are also required to relate the observed features to the function of the cell.
The theory of what organelles are present and how they function will need to be
taught in the context of the material chosen for preparation and drawing.